Money, Math and Engineering: The Relationships between Community Economics, Math Preparation and the Graduation of Racially Underrepresented Engineers

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Autor/in	Freeman, Amy Louise
Titel	Money, Math and Engineering: The Relationships between Community Economics, Math Preparation and the Graduation of Racially Underrepresented Engineers
Quelle	(2009), (112 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Pennsylvania State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1094-6873-1
Schlagwörter	Hochschulschrift; Dissertation; Engineering; Technical Occupations; Bachelors Degrees; Educational Attainment; Hispanic American Students; African American Students; Predictor Variables; Correlation; Outcomes of Education; Academic Aptitude; Aptitude Tests; Mathematics; Scores; Calculus; Mathematics Education; College Preparation; College Freshmen; Testing; High Schools; Grade Point Average; Economic Status; Institutional Characteristics; College Admission; Access to Education; Economic Factors; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Maschinenbau; Technical occupation; Technischer Beruf; 'Bachelor''s degrees'; Bachelor-Studiengang; Bildungsabschluss; Bildungsgut; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Prädiktor; Korrelation; Lernleistung; Schulerfolg; Aptitude test; Eignungsprüfung; Eignungstest; Mathematik; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematische Bildung; Studienanfänger; Testdurchführung; Testen; High school; Oberschule; Hochschulzugang; Hochschulzulassung; Zulassung; Education; Access; Bildung; Zugang; Bildungszugang; Ökonomischer Faktor
Abstract	A primary gateway to a career in engineering is the attainment of the bachelor of science degree in engineering. In contrast, a common barrier to becoming an engineer is failure to attain the degree. Those variables that are related to college graduation are often in place prior to college admission. The purpose of this study was to examine the relationship of four independent variables that were in place after high school graduation for African American and Hispanic American engineering students (N = 504), and the correlation of these variables with college graduation outcomes five years later. These factors included Scholastic Aptitude Test (SAT) math scores, calculus preparation level as identified through the Penn State First-Year Testing, Counseling and Advising Program (FTCAP) score, high school grade point average (GPA), and the community economic index (CEI) which indicated the percentage of students qualifying for free or reduced cost lunch at a given student's high school. Three college graduation outcomes were defined as: engineering graduate, other graduate and non-graduate. It was determined that the high school CEI was negatively correlated with math preparation. Math preparation was positively correlated with the likelihood of graduation in engineering. Non-graduation (as compared to graduation in engineering) is positively correlated with the CEI, although the CEI is not significantly correlated with high school GPA. A multinomial logistic regression showed that the combined effect of the GPA, FTCAP, SAT and CEI does explain 75.6% of the variance in graduation outcome. In summary, access and admission for all engineering college students is determined by pre-college math preparation. High school math preparation is determined by the degree of funding available to high schools which, in turn, is affected by the local tax base or income level of local residents (partially indicated through the CEI). This would suggest that engineering access is not only a result of social and academic conditions, but also of economic conditions that could conceivably have a tangible economic solution. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10